STATE TESTING

Test	Test Description	Grades	Time Given
MSP	Measurement of Student Progress.  The MSP name conveys the goal of the test: to measure student progress with a common measure across the state. Students in grades 3 – 8 are all testing in Reading and Math.  In addition, students in grades 4 & 7 students are tested in Writing while students in grades 5 & 8 are tested in Science.	3-8	May (school determined schedule)
HSPE	High School Proficiency Exam:  This test measures the proficiency of students in high school and serves as the state’s exit exam for reading and writing.  Students must pass these tests for graduation.  This is also test for 10th grade to meet federal testing requirements in reading.	10-12	March (state determined schedule)
EOC	End-of-Course:  Beginning in spring 2011, students in grades 7-12 began taking end-of-course math exams. The state gives end-of-course exams so students can be tested on the knowledge and skills they’ve gained from a specific course rather than on a comprehensive test like the HSPE which assesses overall knowledge. In math, the End-of-Course tests are for those students enrolled in Algebra or Geometry.  Students in the classes of 2013-2014 must pass one of those to meet graduation requirements.  Students must pass both of the tests if they are in the class of 2015 or younger. Students enrolled in Biology will take an End-of-course test starting spring 2012.	7-12	January (retakes) June (last 3 weeks of school)
DAPE	Developmentally Appropriate Proficiency Exam:  The developmentally appropriate proficiency exams (DAPE) are accessible by IEP students in 11th and 12th grade students only for purpose of meeting state graduation requirements. Each assessment is constructed to determine student skills at either elementary or middle school level of knowledge; a student may access the DAPE in reading, writing, and/or mathematics.	11-12	November (retakes) March
PORT	Portfolio:  This option is available for IEP students with significant cognitive disabilities.  The Porfolio is a collection of data aligned to specific skills that a student demonstrates in a classroom setting.		Throughout year
CAA-OPTION	All Washington state high school students must show they have key reading and writing skills by graduation. Most students will meet this requirement by passing a state exam. Some students with strong skills, however, may need to use an assessment to demonstrate their skills. For these students, state-approved alternatives are available, called Certificate of Academic Achievement (CAA) Options.  These options include Collection of Evidence, GPA Comparison, and AP and College Admission Test Scores.	11-12	Throughout year
COE	Collection of Evidence:  The COE is one of the CAA Options to passing the state High School Proficiency Exam (HSPE). After a student takes the HSPE one time and does not pass it, the student is eligible to submit a collection the following year. The cut scores set to pass the COE are comparable in rigor to the HSPE and the COE measures skills equivalent to those assessed on the HSPE. If a student passes the reading and writing assessments-either the HSPE, the COE, the HSPE Grades or the approved college tests-they earn a Certificate of Academic Achievement (CAA).	11-12	Seniors submit COEs in February and Juniors submit in June.
WLPT-11	The Washington Language Proficiency Test II (WLPT-II) is used to determine English language levels and student eligibility for English language services. Currently, this is the only assessment of reading, writing, speaking, and listening knowledge and skills used in Washington State for English language proficiency for English language learners (ELLs).  The WLPT-II consists of a Placement Test to determine language levels and eligibility for services as well as an Annual Test for all those who qualify for services to determine whether the student is eligible to continue to receive ELL services.	K-12	February / March

DISTRICT TESTING

DIBELS	Dynamic Indicators of Basic Early Literacy Skills:  set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS were developed to measure recognized and empirically validated skills related to reading outcomes. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected.	K-6	Fall, Winter, Spring
MAP	Measures of Academic Progress: Each student takes the MAP test on a computer. There are three separate tests (each taking approximately an hour): Reading, Language Usage, and Mathematics. A test proctor sets up the tests and monitors the testing session. In the MAP system, the difficulty of the test is adjusted to the student’s performance. That is, the difficulty of each question is based on how well the student has answered all of the questions up to that point. As the student answers correctly, the questions become more difficult. If the student answers incorrectly, the questions become easier. Within an optimal test, the student answers approximately half the items correctly and half incorrectly. The final score is an estimate of the student’s achievement level overall and within the state-aligned content strands. Since each student in a class receives a different test, it is unlikely that two students taking a MAP test will see the same test items. In addition, a single student who takes the more than once is not likely to have any test items repeated. After a student completes a test, the program reports the student’s RIT score. A RIT score in a given subject area shows the student’s current achievement level in that subject. A student’s RIT scores should show growth from year to year, and since the MAP system keeps a record of all tests administered at a site, historical reports can be generated to show students’ RIT scores across years.	5-10	Fall, Winter, Spring
CogAT	Cognitive Ability Testing:  The CogAT testing is used for placement into our Highly Capable Programs.  Students that are referred for program will take this test.  The CogAT is a test of reasoning skills. It is not like a spelling test where if you know the workds or the facts you can get 100%.  It is a norm-referenced test with three parts:  Verbal Battery, Quantitative Battery, and Non-Verbal Battery.  To see more about our highly capable programs and the referral and placement process, click here.	K-9	Winter

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